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^^4? Educational Tracts.— JYo. ■ 7 '. ' / 1 . AL 



1 



ORAL INSTRUCTION 



ENGLISH GRAMMAE 



Entered according .to Act of Congress, in the year 1846, by Allen, Morrill & Wardwell, 
In the Clerk's Office of the District Court of Massachusetts. 

[The following practical suggestions for the use of Teachers in presenting the 
subject of English Grammar to young learners, connected with familiar exer- 
cises in Composition, were prepared at our request by W. H. Wells, Instruc- 
tor in Phillips Academy, Andover, Mass. They are published in the present 
form with the consent of Allen, Morrill & Wardwell, publishers of Wells's School 
Grammar, now* in press.— Editor of the Journal of the Rhode Island Institute of 
Instruction.] f 



PARTS OF SPEECH. 

The classification of words may be introduced by referring to the 
different kinds of trees ; to the different kinds of animals ; or to any 
other collection of objects that admit of a regular division into distinct 
classes. Thus, when we go into a forest, we find that the number of 
trees about us is greater than we can estimate. But we soon observe 
that a portion of them have certain striking resemblances, while they 
differ essentially from all the rest. We also observe that others, 
which differ materially from these, have similar resemblances to one 
another. And, by extending our observation, we find that this count- 
less multitude of trees all belong to a very few simple classes, which 
are easily distinguished from each other. Those of one class we as- 
sociate together, and call them Oak trees ; those of another class we 
call Pine trees ; and in this manner we proceed with all the different 
kinds. 

Just so it is with the words of our language. Though there are 
more than 40,000 of them, yet we find, on a careful examination, that 
they all belong to less than a dozen different classes, called Parts of 
Speech ; so that we have only to learn the character of these divisions, 
and we shall be able to tell the class to which any word in the lan- 
guage belongs. 

* Jan. 1846. 



\ 



2 Ii^nNIV 6 



By some such introductory illustration, the curiosity of a class of 
beginners may be easily excited, and they will thus be prepared to en- 
ter with eagerness upon the labor oflearning to distinguish the differ- 
ent parts of speech. 

The teacher should lead his pupils to take an active part in these 
lessons from the beginning ; not only by proposing frequent questions 
for them to answer, but also by encouraging them to ask such ques- 
tions as their own curiosity may suggest. 



THE NOUN. 

Having prepared the way for the consideration of words, the teacher 
next requests his pupils to mention the names of any objects that occur 
to them. They proceed with book, desk, inkstand, etc., which the teach- 
er writes in a column on the black-board. 

The teacher now asks a variety of questions, similar to the follow- 
ing: — Are all words names ? Can you mention any words that are 
not names? Are good and bad names? Why not ? Can you think 
of any object that has not a name ? Do any objects that you cannot 
see or touch have names ? Is wise a name ? Is loisdom? Viitue ? Vir- 
tuous ? Knowledge ? 

After these questions have been disposed of, the pupils are inform- 
ed that the names of all objects, whether material or immaterial, are 
called nouns ; and the teacher proceeds at the same time to write this 
title over the column of names on the board. 

One or more sentences are now placed in the hands of the pupils, 
or written on the board ; and each member of the class proceeds to 
select all the nouns, and write them in a column on a slate or piece of 
paper. The teacher should commence with sentences of the simplest 
construction, and afterwards introduce more difficult forms of expres- 
sion as the learners advance. 

Model I. 

Tlie earth is a large globe or ball. Virtue is better tJian riches^ 
Nouns. 
Earth 
Globe 
Ball 
Virtue 
Kiches 

Exercises of this description should be continued till the pupils are 
able to point out the nouns of any common sentence with readiness. 



3 

The teacher next writes several nouns on the black-board, and calls 
on the class to construct one or more sentences embracing the words 
which he has placed before them. 

Model II. 

Sun, bird, idleness, night. 
The hawk is a bird of prey. — Idleness often leads to vice. — The sun shines by 
day and the moon by night. 

After going through with several exercises of this kind, the pupils 
should be required to construct a variety of sentences, and write the 
letter n over all the nouns embraced in them. 

Model III. 

n n n n n 

In winter the ponds and rivers are generally covei'ed with ice. — Virginia is 
n n 

the largest State in the Union. 



THE ADJECTIVE. 



When the pupils have become sufficiently acquainted with the na- 
ture of nouns, they may be introduced to the class of adjectives in a sim- 
ilar manner. The teacher directs the attention of the pupils to a 
book, and asks if they can mention any words that express its character 
or quality ? To this they will readily answer, that it is a good book, a 
large book, an interesting book, etc. The teacher then calls on them to 
name as many words as they can, that express the qualities of objects. 
As they proceed to enumerate words of this class, the teacher writes 
them in a column on the board as before. 

Such expressions as " These books," " A wise man," " Ten days," 
are next written on the board 3 and the learners are requested to point 
out the words which serve to define or limit the nouns, but do not strict- 
ly qualify them. After this is done, they proceed to mention others of 
the same character, which are written under the column of qualifying 
words already commenced. It is now time to inform them that all 
words which are used to qualify or define nouns, belong to the class 
called adjectives ; and this title is accordingly placed at the head of the 
column of words on the board. 

The pupils may also be told, in this connection, that the words a or 
an and the are distinguished from other definitives by the title of arti- 
des. 

Simple sentences are again placed before the pupils, and they are re- 
quired to select all the adjectives, writing them in a column as before. 



They should also distinguish the articles, by underlining them in the 
column. 

Model IV. 

Great men are not always wise. — The climate of Egypt is hot in summer, but de- 
lightful in winter. 

Adjectives. 
Great 
Wise 
The 
Hot 
Delightful 

Other sentences are now given to the pupils, from which they se- 
lect the nouns and the adjectives, writing them in separate columns, 
and distinguishing the articles as in the previous exercise. 

Model V. 

There are very few plants that will grow in all countries. — Ivory is a hard, solid 
and firm substance, of a white color. 

Nouns. Adjectives. 

Plants Few 

Countries All 

Ivory A 

Substance Hard 

Color Solid 

Firm 

A. 

White 
The teacher next writes a number of adjectives on the board, and 
the pupils proceed as before to form sentences which embrace them. 

Model VI. 

Diligent, cold, warm, sweet. 

Charles is a diligent scholar. — In cold weather we protect ourselves by the 
use of warm clothing. — The rose is sweet, but it is surrounded with thorns. 

After this, the pupils write sentences containing adjectives of their 
own selection. In exercises of this character, the learners should dis- 
tinguish all the parts of speech to which they have attended, by their 
several abbreviations. 

Model VII. 

n ar adj n adj n ar n 

Copper is a very useful metal, which is found in almost all parts of the world. 
ar adj n adj n adj 

It is of a red color, and may be drawn out into fine wire, or beaten into thin 

n 

leaves. 



THE VERB. 

This part of speech may be introduced in a manner similar to that 
exhibited in the following dialogue : — 

Teacher. What part of speech is horse ? 

Pupil A noun. 

T. Why? 

P. Because it is a name. 

T. Can you think of any words that tell what the horse does ? 

P. Runs, walks, etc. 

T. Are runs and walks nouns ? 

P. They are not. 

T. Why not ? 

P. Because they are not names. 

T. Are they adjectives'? 

P. They are not. 

T. Why not ? 

P. Because they do not qualify or define any thing. 

T. Will you name as many words as you can recollect, that tell 
what any thing does, or that express some kind of action? 

P. Speak, read, study, sing, play, etc. 

These words are written in a column on the board, after which the 
dialogue is continued : — 

T. In the sentence, " The sea is calm," does the word is express 
any degree of action ? 

P. It does not. 

T. Does it express the being or existence of any thing ? 

P. It does. 

T. Can you name any other words that are used to express the being 
or existence of objects ? 

P. Am, was, live, etc. 

These words are placed under the column already commenced on 
the board, and the pupils are informed that all words which express 
action, and those which express being or existence, are called verbs. 

A number of sentences are next placed before the pupils, from which 
they select all the verbs, writing them by themselves as in previous 
exercises. 



Model VUL 

Birds fly in the air. — The earth shook and trembled. — Boston is the capital of 
Massachusetts. — / wrote a letter to my friend last week, and received an answer this 
nwrning. 

Verbs. 

Fly 

Shook 

Trembled 

Is 

Wrote 

Received 

Other sentences are now given to the learners, from which they se- 
lect all the nouns, adjectives, and verbs, writing them in separate col- 
umns, and distinguishing the articles. 

Model IX. 

He came in the morning, and went away at night. — Truth never fears examination. 
— Venus is the brightest of all the planets. It is sometimes visible at mid-day. 

Nouns. Adjectives. Verbs. 

Morning The Came 

Night The Went 

Truth Brightest Fears 

Examination All Is 

Venus The Is 

Planets Visible 

Mid-day The 

Several verbs are next placed before the learners, and they are re- 
quired to form sentences which include them. (See Models II. and 
VI.) 

The pupils next write sentences containing several verbs of their 
own choice ; and distinguish all the verbs, adjectives, and nouns. 

Model X. 

ar n ar n v n v n ar 

In the spring the farmer ploughs his ground and sows his seed; in the 
n n v n ar n v 

summer and autumn he gathers his harvest; and in the winter he cuts his 

n v n 

wood and threshes his grain. 

The teacher should make frequent suggestions and explanations 
during these exercises. It is highly important that learners become 
thoroughly acquainted with the nature of verbs, before advancing to 
<^asider the other parts of speech. 



THE PRONOUN. 

Teacher. In the sentence, " John is diligent, and he will improve " 
for what name does the word he stand ? 

Pupil. John. 

T. Can you mention any other names for which he is sometimes 
used ? 

P. George, Charles, man, boy, etc. 

T. For what nouns does she stand ? 

P. Jane, Susan, girl, woman, etc. 

T. What words besides he and she are used in the place of nouns ? 

P. Him, her, I, who, etc. 

These words are written on the board under the title of Pronouns ; 
and the pupils are informed that this term applies to all words which 
are used to supply the place of nouns. 

Sentences are now placed before the learners, from which they select 
all the pronouns, and write them in a column by themselves. (See 
Models I. and IV.) 

Other sentences are also given them, from which they select all the 
nouns, adjectives, verbs, and pronouns, writing them in columns as 
before. (See Models V. and IX.) 

After this, the teacher writes several pronouns on the board, and the 
pupils form sentences embracing them. (See Models II. and VI.) 

They then write sentences including a number of pronouns of their 
own choice. 

Model XL 

•ran. ar U V ar n pro v 

When the Avind blows violently among the trees, they bend and almost 

T. *i r™ , J r °. n v ad J P™ v ar 

break. 1 hough then- roots are very strong, they sometimes yield to the 

n ar n v ar n 

force of the wind and fall to the ground. 

In this manner, the pupils secure by frequent repetition what they 
have before learned ; and also cultivate habits of careful comparison 
and discrimination, by examining the different parts of speech in con- 



nection. 



THE ADVERB. 

Teacher. In the sentence, " The horse runs very rapidly," what 
word tells how the horse runs ? 
Pupil. Rapidly. 
T. What word then does rapidly modify? 



8 

P. Runs. 

T. What part of speech is runs ? 

P. A verb. 

T. What word in the sentence modifies rapidly ? 

P. Very. 

T. In the sentence, " He is an exceedingly diligent scholar," what 
word modifies diligent ? 

P. Exceedingly. 

T. What part of speech is diligent ? 

P. An adjective. 

T. The words rapidly, exceedingly, and very, all belong to the same 
class, and are called adverbs. Rapidly modifies a verb ; exceedingly mo- 
difies an adjective ; and very modifies an adverb. Just remember then, 
that all words which modify verbs, adjectives, or adverbs, belong to the 
class of adverbs. 

T. Can you think of any other words that are used in this manner ? 

P. Wisely, here, now, ivken, etc. 

These words are written in another column on the board, and headed 
Adverbs. When this is done, sentences are again placed before the 
pupils, from which they select all the adverbs, (Models I. and IV;) and 
others from which they select all the nouns, adjectives, verbs, pronouns, 
and adverbs. (See Models V. and IX.) 

The teacher next writes a number of adverbs on the board, and the 
learners form sentences which embrace them. (See Models II. and 
VI.) 

After this, they construct sentences containing adverbs selected by 
themselves, and distinguish all the parts of speech to which they have 

(See Models VII., X., and XI.) 



THE PREPOSITION. 



Teacher. When I say, " My hand is over the table," what word ex- 
presses the relation of my hand to the table ? 

Pupil. Over. 

T. When I say, " My hand is under the table," what word then 
expresses the relation between my hand and the table ? 

P. Under. 

T. Mention any other words that express the relation of different 
things to each other. 

P. On, between, in, above, etc. 

These words are written in a column on the board, and headed Pre- 



9 

positions. The pupils are told at the same time that every word which 
is used to express the relation of one word to another, belongs to this 
class. 

Sentences are now given to the pupils, from which they select the 
prepositions; and others from which they select all the classes of 
words which they have learned. (See Models VIII. and IX.) 

They then proceed to construct sentences containing prepositions 
assigned by the teacher ; and others embracing examples of their own 
selection. (See Models VI. and XL) 



THE CONJUNCTION. 

Teacher. In the sentence, " I saw James or his brother," what 
word connects James and brother ? 

Pupil. Or. 

T. What word connects the different parts or clauses of the sen- 
tence, " James went to school, but John remained at home ?" 

P. Bat. 

T. Can you think of any other words that are used to connect 
words, or clauses of a sentence ? 

P. And, nor, if, etc. 

These words are written on the board in a column headed Con- 
junctions ; and the pupils are told that all words used merely as con- 
nectives, belong to this class. 

They are then required to select all the conjunctions from given 
sentences ; and afterwards to write sentences containing conjunctions, 
and others embracing all the parts of speech which they have yet learn- 
ed. (See previous Models.) 



THE INTERJECTION. 

Teacher. In the expression, " Alas ! I am undone," what word is 
used merely to express strong feeling or emotion ? 

Pupil. Alas. 

T. Can you name any other words that are used to express strong 
or sudden emotion ? 

P. Oh, ah, ho, etc. 

These words are written in a column on the board ; and the pupils 
are told that they form a class called interjections. They are then di- 
rected to write a few sentences containing examples of this part of 
speech. 



10 



GENERAL EXERCISES ON ALL THE PARTS OF SPEECH. 

Having considered the several classes of words separately, the learn- 
ers are now prepared to take up a variety of selections from their read- 
ing lessons, and classify the different words as they occur ; writing 
those of each part of speech in a column by themselves. (See Models 
V. and IX.) 

They should also devote several lessons to the writing of sentences 
which embrace copious examples of all the parts of speech ; placing 
an abbreviation over each word to indicate the class to which it be- 
longs. (See Models X. and XI.) 

All exercises of this kind should be made progressive. From simple 
sentences, the learners should advance to the construction of those 
which are more difficult ; and from difficult sentences, to short compo- 
sitions; and from short compositions, to those of greater length. 

By pursuing the course here described, the pupils will soon become 
familiar with the nature of words in common use, and be able to classi- 
fy them with facility. 



MORE PARTICULAR EXAMINATION OF THE DIFFERENT 
CLASSES OF WORDS. 

The subdivision of the parts of speech, and their most important offi- 
ces, may now be brought under consideration. 

Nouns. 

The distinction between proper and common nouns, and the distinc- 
tions of gender, person, number and case, may be severally introduced 
by familiar interrogative exercises, similar to those which have already 
been given to aid in distinguishing the parts of speech. 

As soon as the pupils understand the nature of proper and common 
nouns, they are required to select all the nouns from given sentences, 
writing the proper nouns in one column and the common nouns in an- 
other. They then construct sentences which embrace examples of 
both proper and common nouns. (See previous Models.) The other 
distinctions of nouns should be illustrated and enforced by similar ex- 
ercises. This will not only show that the learners are really possessed 
of the principles, but will also serve to fasten them more strongly in 
the memory. 



11 



Adjectives. 



The decrees of comparison are now taken np, and made the basis of 
, fa.ni.iar ora. exercise. The distinction between descriptive and defin- 
itive adjectives should also receive some further attention. These 
distinctions are next exemplified in written exercises. 

Verbs. 
The verb is the most difficult and important of the parts of speech 
and the teacher should make special effort to impart clear and correct 

transitive, intransitive, and passive, should be introduced, hke the division 
of nouns, with practical inductive exercises. 

The government of the objective case by a transmve verb, and the 
agreement of a verb with its subject or nominative, may be explamed 
in this connection. .. rl 

The writing of illustrative sentences, on the pa.t of the pupds, fol- 
lows next in order. (See previous Models.) 

I, is generally better not to attempt a full exhibition o the « odes 
and tenles, till pupils have advanced fartherin the study. They s o„ d, 
however, be taught at this period to distinguish between dcMoy 
conditio^, and interrogative sentences ; and to determme whether the 
time denoted by a verb is present, past, or future. 

A general idea of participles, and of auxiliary and compound ve.bs, 
mav also be communicated at this time. 

Each of these subjects should be explained in the familiar, conver- 
sational manner already described ; and accompanied by practical ex- 
ercises in the construction of sentences. 

Pronouns, Prepositions, and Conjunctions. 
The remaining points which demand special consideration in these 
introductory lessons, are the division of pronouns into personal, relative 
and interrogative, together with the person, number, and ease of p.o- 
nouns; the connection of words and sentences by conjunctions ; and 
the reason expressed by preposition, These modifications, hke 
Ise before presented, should be introduced in « Miliar and P-- 
tical manner, and made the basis of exercises in the conduction of 

illustrative sentences. „„,fr>rm 

Before closing this course of lessons, the learners should perform 

several exercises in composition, exemplifying all the important princ- 



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019 840 759 8 

pies to which they have attended. The first exercise may embrace 

the different modifications of the noun ; the second, those of the adjec- 
tive ; the third, those of the verb ; the fourth, those of the pronoun ; 
and the fifth, the principles relating to the remaining parts of speech. 

Model XII. 

Modifications of the Noun. 
I am highly gratified, my dear friend, to learn that your efforts have proved 
successful. My brother and sister expect to leave Boston in about ten days. 
They will spend a day at Springfield, in compliance with your father's invita- 
tion. — I, Thomas Smith, have written this short composition. 

Common nouns — Friend, efforts, brother, sister, days, day, compliance, father's, 

invitation, composition. 
Proper nouns. — Boston, Springfield, Thomas Smith. 

Nouns in the Masculine Gender. — Brother, father's, Thomas Smith. 

Noun in the Feminine Gender. — Sister. 

Nouns in the Neuter Gender. — Efforts, Boston, days, Springfield, compliance, 

invitation, composition. 
Noun in the Common Gender. — Friend. 

Noun in the First Person. — Thomas Smith. 
Noun in the Second Person. — Friend. 

Nouns in the Third Person. — Efforts, brother, sister, Boston, days, day, Spring- 
field, compliance, father's, invitation, composition. 

Nouns in the Singular Number. — Friend, brother, sister. Boston, day, Spring- 
field, compliance, father's, invitation, Thomas Smith, composition. 
Nouns in the Plural Number. — Efforts, days. 

Nouns in the Nominative Case. — Efforts, brother, sister, Thomas Smith. 
Noun in the Possessive Case. — Father's. 

Nouns in the Objective Case. — Boston, days, day, Springfield, compliance, in- 
vitation, composition. 
Noun in the Case Independent. — Friend. 

After the pupils have in this manner exemplified the various modi- 
fications of all the parts of speech, they should be required to write sev- 
eral compositions of considerable length, and parse each word by it- 
self. Thus, in parsing a noun, the learner tells why it is a noun ; 
whether it is proper or common, and why ; its gender, and why ; per- 
son, and why ; number, and why ; case, and why. If it is in the nom- 
inative case, he points out the verb of which it is the subject ; if in 
the possessive, the noun denoting the object possessed ; if in the ob- 
jective, the word which governs it. A similar course is adopted in 
parsing all the other parts of speech. 



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